5th and 6th graders are still getting used to the transition from “learning to read” to “reading to learn”. Too often, kids start to feel burdened by obligatory nightly reading assignments and disengage with the idea of “reading for fun”. Collaborative reading is the perfect remedy for this common issue. When reading is a shared experience and students are able to discuss, reflect, and read books with their peers, they’re more likely to ask questions, show ownership, and be more interested in reading overall. Our class has done two types of collaborative reading this year: Battle of the Books and book clubs. Both of which, have been even better than I hoped. I had never heard of “Battle of the Books” until I moved to Alaska. On the Alaska Battle of the Books homepage, I learned the interesting history of how Battle came to be: The Alaska Association of School Librarians (who sponsors and organizes this event) says that, “The goals of the program are to encourage and recognize students who enjoy reading, broaden reading interests, increase reading comprehension, and promote academic excellence.” Book lists are compiled each year and students across the state, of various age groups, immerse themselves in new texts. At PNA, grades 3-6 participated. Participation is completely voluntary, as kids took time out of their free periods to meet as a club. Our 5/6 team met twice a week—eating snacks, reading aloud, playing Kahoot games with comprehension questions, and essentially just socializing while talking about books. We had a blast! This past week the teams competed in the city-wide battle. Due to COVID restrictions, the entire battle took place over Zoom. The teams did an excellent job—one 5/6 team placed in 8th place and one 3/4 team took 3rd! While our students were excited for the competition, they all enjoyed the process along the way— gaining experience as collaborative readers and having fun with their friends. While only 9 of my students participated in Battle of the Books, all of my students have been involved in book clubs. First, we read books with specific themes (all involving social issues, empathy, or advocacy). They flew through those books and wrote impressive thematic essays about their learning. We just began our fantasy book clubs where all students are reading fiction novels in small groups. This week, our classes were jam-packed. Currently, ELA starts with a mini-lesson. We discussed the habits of “sophisticated readers of fantasy”. Our first two habits were to “research the setting” and “ask about power”. After the mini-lesson, students break out into their book clubs and discuss how the content they just learned (setting, for example) is present in their own book. The students work together to create a visual, organizing their thoughts. Afterward, each group presents their ideas to the rest of the class, no spoilers of course. The book club members choose their own nightly reading assignments; everyone must reach a consensus on the amount of pages per night. When students have a say in the direction of their learning, they are more apt to enjoy it and become invested. They know their peers are counting on them so they are more likely to follow through. Both Battle of the Books and these small group book clubs have been very successful at reaching students across the board. From reluctant readers to avid readers, both of these collaborative reading opportunities have been super successful for my students. These collaborative reading book clubs perfectly align with our creative writing workshop, which is our other current focus. However, that is a story for another day!
On the Teacher-Student Bond
1/16/2021
Being a teacher at PNA means I have the privilege to fully invest myself into my 16 students. We have developed an incredibly strong relationship in the five months we’ve been together. We know things about each other; I know their academic strengths and areas for growth, but I know much more than that. I know where and how they learn best, what makes them tick, and what makes them laugh. I know the kids who doodle while thinking, or perhaps prefer to have something in their hands. I know what my students are looking forward to and what causes them stress. I know their pets’ names and their weekend traditions. I learn new things about them every day and the combination of all these facts help me see them fully—why they do the things they do and who they are becoming. When I first started teaching someone told me, “Don’t let them see you smile until Christmas.” Meaning teachers need to be tough and can’t open up too much or the kids won’t see us as superior. I’m relieved I did not follow that advice. I allow my students to see “me” right away. I share things with them that humanize me and hopefully make me feel like their ally or mentor or someone they can relate to and trust. Yes, I’m their teacher and the leader of our classroom but I’m also a person with my own strengths, areas for growth, and experiences that have made me who I am today. My Peace Corps service changed my life and shaped my perspective. The 27 months I taught in a rural Tanzanian village influences my current teaching every day. Being able to share what Tanzania taught me with my students has been the best part about teaching in the US. I am able to transport American students to a tiny Tanzanian village they probably never would have known existed. Through pictures, videos, and stories, we fetch water, we cook, we speak Swahili, we play, we work, we increase our awareness about another culture, and we learn just how big the world really is. In addition to our class discussions, our PNA students wrote letters to Tanzanian students and asked insightful questions and explained a bit about their lives here in Alaska. This cross-cultural, international learning exchange is invaluable. Teaching “world regions and cultures” is important curriculum in every classroom. I feel exceptionally lucky to be able to offer first-hand experiences instead of simply reading from a textbook. As we focused on East Africa, my students curiosity was piqued and they asked endless, inquisitive questions. They were open-minded with my answers and empathetic toward my challenges. My Peace Corps service made me cry more than I ever had and it brought me more joy than I’d ever known. I met some of my best friends and the love of my life. I have a flag on the wall of my classroom, alongside a photo of a roaring lion that I took. Peace Corps provided daily challenges that amounted to me becoming a much stronger, independent, compassionate person. By sharing all this with my current students, I try to model our PNA values of independent thinking, having the courage to try new things, and the integrity and vision to do good in the world. As I shared my experiences, my students learn why I am the way that I am and why we do some of the activities we do in our classroom. We do word puzzles and think about language so intensely because of how complex I learned English really is. We play games and value laughter because Tanzanian students taught me how much better students learn when they’re having fun. I don’t make jokes about teachers hitting students and I get frustrated when students waste resources without thinking, and now they understand why. I’m proud when my students ask about things bigger than themselves and are curious about the billions of other people on the planet. PNA allows me the discretion to take the time to answer a hundred of my students’ questions instead of saying, “We don’t have time. We need to move on to the next chapter.” I hope years from now, if one of my students hears Tanzania in the news or it comes up in conversation, they are transported back to 5th and 6th grade and I hope they smile, remembering all they learned.
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Elizabeth FerryMs. Ferry's experiences include teaching with the Peace Corps in Tanzania, teaching high school English in Maine, and this is her second year at PNA. She loves moose, outdoor activities, and being with her students. Archives
April 2021
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